Intentionality and Complex Systems Theory: A New Direction for Language Learning Psychology

What is it about?

In this study, we juxtapose the activity of small groups of Norwegian pupils and the activity of a language school in Greece. Although the two structures (small group and school) are very different in scale, we note that there are parallels in their activity. Specigically, the discourse patterns that are observed in the small group come into existence through a process that we call intentionality. A similar process was observed in the language school, which created organisational patterns. By comparing the two cases, we tease out some characterisics of intentionality. We argue that the concept can be used to explain many, seemingly different, phenomena in language teaching and learning.

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Why is it important?

Studies of language teaching and learning have employed many different perspectives, depending on whether they focus on linguistic, psychological or pedagogical aspects. They also evidence variety in terms of the level they focus (e.g., indivudal, small group, societal). We use Complex Systems Theory to integrate these narratives; using intentionality as an example of a psychological aspect of language teaching and learning, we show its relevance across levels. In doing so, we aim to show how the diverse perspectives in the field might be integrated.